From the Book - 1st Da Capo Press pbk. ed.
Introduction: We can do better
PART I: IMPROVING THE PROGNOSIS OF ASD: MYTHS, FACTS, SIGNS, AND A NEW FRAMEWORK: Redefining autism and the way we treat it
Myths and misdiagnoses of ASD, including Asperger's Syndrome
Early and ongoing signs of ASD: identifying and helping babies and children at risk
New goals for children with ASD: the DIR/floortime model
PART II: FAMILIES FIRST: HOW FAMILIES CAN USE DIR MODEL TO PROMOTE RELATING, COMMUNICATING, AND THINKING: The 'family first' initiative
Fostering attention and engagement: bringing your child ino a shared world
Encouraging two-way communication and social problem-solving
Symbols, ideas, and words
Logical thinking and the real world
Higher levels of abstract and reflective thinking
Unique biologies, I: experiencing the world through the senses
Unique biologies, II: visual and auditory challenges
PART III: FLOORTIME: Floortime as a family approach
Floortime: what it is and what it isn't
Floortime all the time everywhere: creating learning environments
The hardest part of floortime; following the child's lead and challenging the child at the same time
Working with older children, adolescents, and adults with ASD, I: a lifetime of learning written by Henry Mann, M.D.
Working with older children, adolescents, and adults with ASD, II: creating learning communities
PART IV: ASSESSMENT AND INTERVENTION: THE DIR MODEL: Assessment: the DIR/floortime approach
A comprehensive intervention program using the DIR/floortime approach
Educational approaches that promote thinking, communicating, and academic progress
PART V: OVERCOMING DIFFICULT SYMPTOMS: Scripting and echolalia
Self-stimulation, sensation craving, overactivity, and avoidant behavior
Meal time, toilet training, getting dressed, and coping with new challenges
Meltdowns and regressions
Appendix A: Outcome studies of the DIR model
Appendix B: How autism develops: the DIR theory
Appendix C: Neurodevelopmental disorders of relating and communicating.
